COMPASSION TRAINING: BEHAVIORS ASSOCIATED IN CULTIVATING COMPASSION – (CHAPTER 02)

***Continued from Chapter 01 (Covered previously: What is compassion, differentiation from pity, sympathy, empathy, love, etc., Orientations of compassion)

Link to Chapter 01:

COMPASSION TRAINING: BEHAVIORS ASSOCIATED IN CULTIVATING COMPASSION- (CHAPTER 01)

How Can We Best Cultivate Compassion?

A growing body of evidence suggests that, at our core, most humans have a natural capacity for compassion. Infants too young to have learned the rules of politeness spontaneously engaged in helpful behaviour without a promise of reward, and would even overcome obstacles to do so. Despite this, everyday stress, social pressures and life experiences, in general, can make it difficult to experience and fully express compassion to ourselves and to others. Fortunately, we also have the capacity to nurture and cultivate a more compassionate outlook.

Cultivating compassion is more than experiencing empathy or concern for others. It develops the strength to cope with suffering, to take compassionate action, and the resilience to prevent compassion fatigue – an extreme state of tension and preoccupation with the suffering of others. These qualities support a wide range of goals, from improving personal relationships to making a positive difference in the world.

There are at least six current empirically-supported (Research Based) )interventions that focus on the cultivation of compassion:

A) Compassion-Focused Therapy: . . . . . . . . . . This focuses on two psychologies of compassion. The first is a motivation to engage with suffering, and the second is focused on action, specifically acting to help alleviate and prevent suffering. It is an integrated and multi-modal approach concerned with alleviating the sense of shame and high levels of self-criticism we often experience.

B) Mindful Self-Compassion: . . . . . . . . . . This was developed as a program to help cultivate self-compassion, that is treating ourselves with the same kindness, concern, and support we would show to a good friend. This combines the skills of mindfulness and self-compassion to enhance our capacity for emotional well-being. Its emphasis is on distinguishing between the inner critic and compassionate-self.

C) Compassion Cultivation Training: . . . . . . . . . . It draws its theoretical underpinnings from contemplative practices of Tibetan Buddhism and Western psychology. It delivers training in compassion practices across six steps:

D) Cognitively-Based Compassion Training: . . . . . . . . . . This draws from what is known as ‘lojong’ in Indo-Tibetan Buddhism and coaches practitioners to cultivate compassion through simple contemplative practices. It incorporates mindfulness and cognitive restructuring strategies to encourage a shift of perspective through reflection about ourselves and our relationship to others.

E) Cultivating Emotional Balance: . . . . . . . . . . This is based on Western scientific research on emotions, and traditional Eastern contemplative practices and is aimed at building emotional balance. Here there is an emphasis on understanding emotions and being able to recognize the emotions of others. It is an educational training method that creates pathways to compassion by training and teaching individuals to recognize the suffering of others and of oneself, and to tolerate the distress more effectively through learning new ways of managing emotions.

F) Compassion Meditations and Loving-Kindness Meditations: . . . . . . . . . .These are often combined and practiced together in compassion-based interventions to help settle the mind, increase compassion to self and others, and to improve mental health. They are meditations during which the aim is to express goodwill, kindness, and warmth towards others by silently repeating a series of mantras. Both practices involve a structured approach where individuals can learn to direct caring feelings towards oneself, then towards loved ones, then towards acquaintances, then towards strangers, then towards someone with whom one experiences interpersonal difficulties, and finally towards all living beings without distinction.

Can Compassion Be Measured?

Existing research based popular psychometric instruments (questionnaires) that are used in the measurement of compassion are mentioned below. Each has its own varying validity and focuses on different aspects of compassion.

1. Compassionate love scale
   • Intended for the general population
   • Consists of two forms: one relating to close family and friends, and one focusing on humanity as a whole.
2. Santa Clara brief compassion scale
   • Examines compassion in relation to strangers
3. The compassion scale
   • Provides measure of compassion across domains that could be strengthened through guided coaching.
4. Self-compassion scale
   • Does not include items specifically relating to being attentive to how one is feeling.
5. The compassion scale (Pommier)
   • Based on the theory compassion consists of kindness, mindfulness, and common humanity.
6. Relational compassion scale
   • Measures compassion for others, for themselves, their beliefs about how compassionate people are to one another, and their beliefs about how compassionate other people are towards them.
7. Compassionate care assessment tool
   • This tool is completed by receivers in relation to their caregivers.
8. The Schwartz Center compassionate care scale
   • Measures receivers’ ratings of compassionate care received from their caregivers.

Ways to Build and Cultivate Compassion in Daily Routines

The aim of these exercises and activities is to cultivate compassion in whatever state you currently occupy.

• Begin each day with compassion in mind
• Volunteer: . . . Donating our time to a worthwhile cause is just one of the ways we can actively show compassion to others.
• Actively listen: . . .Being fully present and truly listening to others. Listening provides relief to those in a world that can be indifferent to suffering.
• Have a self-compassion break – Taking a self-compassion break to help bring the important aspects of compassion to mind when you need it most. Example: Think of a situation that is causing us stress and tell ourselves ‘I am struggling in this moment and that’s ok’, ‘I am not alone’, and offering ourselves soothing words of acceptance.
• Ask ourselves- ‘How would I treat a friend?’ – We are often more critical and judgmental about our own struggles than those of others. How would we treat a friend experiencing hard times? Why treat ourselves any differently?
• Practicing mindfulness – Mindfulness is the process of bringing one’s attention to experiences occurring in the present moment and develops the ability to recognize distress in ourselves while encouraging emotional balance in the face of adversity.
• Keeping a compassion journal –to record the moments we experienced compassion, anything we felt bad about, and anything we judged ourselves harshly for. Write down some kind, understanding words of comfort.
• Commonalities – Rather than focusing on how we differ from others, we can try instead to recognize what we have in common. Reflect on the commonalities we have with everyone else – we are all connected to the larger human experience.
• Guided meditation – Compassion meditation and related practices can have many positive outcomes, including increasing self-compassion and other-focused compassion
• Write a compassion letter to ourselves. Example: Think of something that tends to make us feel bad about ourselves. Now imagine an unconditionally loving and compassionate friend who can see all our strengths and weaknesses. Write a letter to ourself from the perspective of this friend, focusing on the perceived inadequacy we tend to judge ourselves for. What would this friend say from the perspective of unlimited compassion? After writing the letter, put it down for a little while. Then come back to it and read it again, really letting the words sink in.
• The Eastern wisdom practice of Tonglen – take a moment to imagine all the people in the world who may be struggling in the same way that we are. Inhale and think of how we are experiencing the same feelings as others are. Exhale and focus on the compassion we feel both for ourself and for others.

We often consider some people to be more compassionate than others, but we have the potential to adopt a more compassionate outlook through training and deliberate practice. While it may be challenging, the cultivation of compassion is undeniably beneficial – to us and to those around us.

Content Curated By: Dr Shoury Kuttappa.

COMPASSION TRAINING: BEHAVIORS ASSOCIATED IN CULTIVATING COMPASSION- (CHAPTER 01)

What is Compassion Training?

Compassion is an ever-growing area of interest within psychology and psychotherapy. Definitions of compassion within psychology are varied and divergent, with some researchers considering it to be an emotion, a biologically based characteristic, or a multidimensional construct. There is, however, a broad agreement that compassion is comprised of a combination of affective, cognitive, and motivational components. A simple statement is that compassion is a concern for the wellbeing of others. A panel of researchers in 2012 defined compassion as a complex multidimensional construct comprised of four components:

Differentiating Compassion From Related Constructs

Compassion is often misunderstood and easily confused with other related but distinct constructs. While it is important to define compassion, it is equally important to define what it is not. Some of these differing constructs are:

Empathy: . . . . . . . . . . Unlike compassion, empathy does not incorporate the readiness to act in order to relieve the suffering of others, rather it is the ability to understand another’s feelings and become one with that person’s distress. Empathy is described as the capacity to be affected by and share the emotional state of another and identify with the other, adopting his or her perspective.

Sympathy: . . . . . . . . . . . . Similarly, sympathy is the feeling of care and concern for someone which is often accompanied by a wish to see them happier. Sympathy is the experience of feeling sorrow for someone else’s misfortune but not necessarily a shared perspective or shared emotions. With compassion, there is recognition of the other person’s emotional state and a desire to act in order to help.

Pity: . . . . . . . . . . . . Feeling pity for another is essentially an acknowledgment of their plight. Pity refers more to feeling concern for someone thought to be inferior or weaker than oneself and is by definition, rooted in a hierarchical sense of superiority over someone else. Compassion, on the other hand, does not consider the object of suffering to be weak or inferior in any way. Instead, it encourages a broader vision through common experiences.

Altruism: . . . . . . . . . . . . Altruism is acting out of concern for another person’s well-being, while compassion encapsulates an openness to experiencing suffering and responding with genuine concern, and without judgment. Compassion can exist in the absence of altruistic behaviour.

Love: . . . . . . . . . . . . Compassion is functionally distinct from the two most common forms of love; romantic love and the love of a parent for a child. The fundamental difference between the two is that compassion likely involves a complex combination of multiple positive and negative emotions. Where love is generally associated with positive affect and experiences only, compassion is about being open to the experience of suffering.

The Three Orientations of Compassion

Psychological investigations of compassion have primarily focused on three specific orientations of compassion. They are:

Receiving Compassion: . . . . . . . . . The feeling like one does not deserve kindness from others, can create a fear of receiving compassion. For some, being the recipient of compassion can cause avoidance, and negative emotions such as grief or loneliness. Improving this orientation of compassion may enhance relationships and social connectedness by coaching individuals to become more comfortable being the object of another person’s attention.

Self-Compassion: . . . . . . . . . . Self-compassion positively affects coping skills, life satisfaction, emotional intelligence, social connectedness, mastery of goals, personal initiative, curiosity, wisdom, happiness, optimism, and positive affect. A key component of self-compassion is the absence of self-criticism, which is known to be an early predictor of anxiety and depression. Self-compassionate people tend to recognize that imperfection and failure are often unavoidable, and so are more likely to be kind to themselves when confronted with negative experiences.

Compassion for Others: . . . . . . . . . .  Compassion for others is not always expressed and can actually be suppressed or inhibited. It was initially thought that self-compassion and compassion for others may be related given they have the same theoretical structure and base definition. Research has, indicated that the two may be different because:

1. Compassion is directed towards others as opposed to the self.
2. Individuals are often more compassionate to others than they are themselves.

Can Compassion Be Developed?

Compassion can be adopted at any age and involves training the mind to develop specific skills in order to relate to others and to ourselves, and making a conscious effort to think and act in a compassionate manner. While everyone has, to some degree, a level of compassion, for some it can be beneficial to develop these skills further. Fortunately, developing compassion does not require years of commitment and can actually be advanced quite rapidly.

Much of the emphasis within compassion-based training is on stimulating a more compassionate social mentality. Compassion-based training works by activating affiliative processing systems in the brain. These processing systems include the myelinated parasympathetic nervous system which helps in the regulation of our fight/flight response.

Activation of the parasympathetic system when under a perceived threat encourages a feeling of safeness and security, and allows for mentalization, that is the ability to understand our own mental state.

Compassion training focuses not only on suffering but also on supporting and encouraging compassion for the good of the self and others. Through a range of breathing, postural, imaging techniques and developing recall skills that enable the recall of experiencing compassion, individuals are given the opportunity to experience what compassion is, or could be. In essence, compassion training helps to create ideas in the mind about what can be achieved. With positive effects on mental health, emotion regulation, and interpersonal and social relationships, it is clear that developing compassion can have significant and far-reaching benefits.

***To be continued in Chapter 02 (Cultivating compassion, Measuring Compassion, Ways to build compassion in daily routines) Link to Chapter -02:

COMPASSION TRAINING: BEHAVIORS ASSOCIATED IN CULTIVATING COMPASSION – (CHAPTER 02)

Content Curated By: Dr Shoury Kuttappa.

SELF DIFFERENTIATION: – BEHAVIOURS LINKED

Self-differentiation is a word we probably do not hear in everyday usage. But it is a crucial process to living (and eating) well. It is happening when we hear people speaking their minds with thoughtful conviction even though others might disapprove. It is lacking when someone spends their life rebelling against the views and values of parents/ colleagues and clinging to their opposite. It is missing when someone stifles feelings and thoughts in fear of hurting others or being rejected or shamed by them.  

Differentiation of self was defined by Murray Bowen (Psychiatrist, Professor- Georgetown University) in 1978 as the degree to which one is able to balance: (a) emotional and intellectual functioning, and (b) intimacy and autonomy in relationships.

His theory has two major parts.

1) Differentiation of self is the ability to separate feelings and thoughts. Undifferentiated people cannot separate feelings and thoughts; when asked to think, they are flooded with feelings, and have difficulty thinking logically and basing their responses on that.

2) Further, they have difficulty separating their own from others’ feelings; they look to family to define how they think about issues, feel about people, and interpret their experiences.

On an intrapsychic level, differentiation refers to the ability to distinguish thoughts from feelings and to choose between being guided by one’s intellect or one’s emotions.

Self-differentiation involves being able to possess and identify our own thoughts and feelings and distinguish them from others. It is a process of not losing connection to self while holding a deep connection to others, including those we love whose views may differ from ours. For Example- if we grow up in a family in which everyone maintains attachment (or has only brief disconnects) in spite of having different thoughts and feelings, we can begin to self-differentiate.

Greater differentiation allows one to experience strong affect or shift to calm, logical reasoning when circumstances dictate. Flexible, adaptable, and better able to cope with stress, more differentiated individuals operate equally well on both emotional and rational levels while maintaining a measure of autonomy within their intimate relationships. Highly differentiated individuals are thought to demonstrate better psychological adjustment.

In contrast, poorly differentiated persons tend to be more emotionally reactive, finding it difficult to remain calm in response to the emotionality of others. With intellect and emotions fused, they tend to make decisions based on what “feels right”; in short, they are trapped in an emotional world. Less differentiated individuals experience greater chronic anxiety.

From a process orientation, differentiation is an active, ongoing process of connecting to and honouring our own experience, acting in integrity with our values, and engaging in collaboration with others to meet needs. When differentiated, we are able to identify our needs and preferences in any given situation and to speak up for them when necessary. We regularly and explicitly clarify boundaries. We are able to manage the reactivity and discomfort that comes from either risking greater intimacy or potential separation and conflict.

Not only do problems with lack of self-differentiation make healthy adult relationships impossible, but they cause tremendous inner turmoil which can often lead to comfort eating. We may get furious because we feel controlled by someone who wants us to do something we do not wish to do but believe we are unsafe expressing our feelings openly. Or we may silence ourselves around others and feel inauthentic, unheard, or invisible, and with needs unmet, seek food for solace.

Here are some core skills and behaviors that signify and support differentiation to cultivate and watch for:-

1. Groundedness and clarity about our identity; confidence in our innate goodness and lovability.
2. Self-awareness, self-empathy, self-regulation/soothing remain accessible and consistent throughout a given day.
3. Self-responsibility: an ability to share unmet needs without blame, criticism, or demands.
4. An ability to meet differences with respect, curiosity, empathy, or celebration.
5. An ability to listen with empathy in interactions we perceive as difficult or challenging.
6. An ability to make changes within or to end relationships in which collaboration and mutual respect are not met.
7. Consistent engagement in activities and behaviours that support our thriving.
8. Having multiple trusted strategies to meet any given need; not expecting to meet any need with just one person or one strategy.
9. A consistent sense of meaning and purpose.
10. A consistent and confident sense of autonomy and agency.
11. An ability to express authentically while considering the needs of others and risking conflict.
12. Mindfulness practice: noticing your experience with compassion; having an ability to identify your intention, feelings, needs, and requests in any given moment.

Emotional fusion refers to an emotional intertwining between people and or between people and other animals or between people and objects. This is an attachment that is a part of all relationships but varies in quantity depending on two variables: the level of chronic anxiety and the level of differentiation of self of the individuals involved.

A high degree of fusion or attachment reflects a high degree of sensitivity of people to each other and when sufficiently intense takes one of two forms: “I can’t do without you” or “I can’t stand to be around you.” Regardless of the external form fusion takes, it reflects a state of “we-ness” in that people believe, to some extent, that they must feel alike, think alike, and behave alike.

Anger and over-compliance, for example, are two sides of the same coin. Both are the result of fusion or the inability to function, the result of having thoughts and actions determined by others. We should take pride in our emotions but be wary of the forces that are trying to manipulate them. We must always balance emotion with reason.

Content Curated By: Dr Shoury Kuttappa.

LESSONS FROM FARMING: LEADERSHIP AND MANAGEMENT BEHAVIOURS

Farmers pay attention to the details. It is not always an innate quality. By sheer hard work, constant research, an investment in time, and consistent habits he or she fosters growth in ways others may not understand. A farmer works harder for better results. We could easily be talking about leadership: it is so much like gardening.

As leaders, it is too easy to see the role as one of domination and control. We are in charge and we want everyone to know that. Yet, if we tend a garden or a farm, we learn quickly that the plants have their own way of surviving in the wild. We cannot pull on the green stems. A nurturing approach is not “an” option in leadership; it is the only option. It is also something you can learn with practice and patience, like farming and gardening. To lead effectively, we must nurture. In many ways, the gardening analogy is better than any other analogy (say, running a race, rowing, or building a house). Some things that come out well are:

Strengthen the corner post:. . . . . . . . . . . . . . . When building a fence, it is essential to have solid corner posts. Their purpose is to provide staying power of the tension so that the barbed wires stay taunt and useful. To gain this strength, a farmer needs to ensure the foundation for the hole is deep enough, well compacted, and braced to support the wires extending from at least two directions. We must be well-anchored and well-grounded to support the tensions and the reliance required to do the job consistently and continuously.

Plant well, harvest right:. . . . . . . . . . . . . . .. There is more planning which goes into farming than we might realize. Key questions need to be answered such as:  What do we plant? Where do we plant it? Has the right soil preparation been done? When do we plant it? How do we care for it during the growing season? When do we harvest it? How can we maximize my harvest? Plan proactively, balancing timing with the right preparation to get the most results from all resources involved.

Look for the growth:. . . . . . . . . Growth will happen, especially with the most teachable people. Sometimes, we must look a little harder. We may have to get down on our hands and knees to see the germination in the farm, but when the first signs of life are observed, it is a wonderful discovery. The kind of excitement from seeing something grow needs only to be felt. If only we acted that excited as leaders in the workplace.

Pick rocks:. . . . . . . . . . . . . . .. There are mundane jobs which need to be done to prevent troubles later or at critical times. Picking rocks is one of those responsibilities. Big rocks translate into less soil to grow crops. Small rocks create potential problems at harvest – a rock going through the equipment can result in costly repairs and delays. Do the mundane jobs to clear the environment of potential problems and get the most out of what you have.

Nurture in any way possible: . . . . . . . . . New growth in a garden or a farm is hard to spot and even harder to nurture. It is a bit like the security industry. In security, we have to use any means possible to protect our files. Install a firewall, use anti-virus software, train employees. In farming and gardening, we have to build a fence, add plant food, and cover the seedlings if there is an imminent freeze. Great leaders do the same. Leadership is primarily an act of defence. You defend employees, protect them, give them a place to do their jobs. Any other arrangement can quickly turn into a dictatorship.

Plant seeds and give space to the sowers: . . . . . . . . . The best leaders know how to plant the germ of an idea. They are subtle. “What would it take to get this new product launch a few more clicks on Facebook?” Maybe we already know the answer. Planting a seed is a way to encourage others to think, to foster ambitious ideas, to encourage creativity. The alternative to this leadership style is being the one who always has the best idea. To employees, that is like taking a fully grown tomato plant, digging a hole, and placing it into the garden. The shade alone from that massive stalk will kill the seeds (and the ideas). When newcomers bring ideas from other industries and businesses, are they welcomed or are they rooted out because “that’s not how we do things here”? True leaders think about the whole garden.

Get your hands dirty:. . . . . . . . . . . . . . .. Farmers are unafraid of a little or a lot of dirt. From planting to harvesting and from cattle to chickens, farmers will get their hands dirty. They are in the middle of the action; and they know the only way to help get things done is to get your hands dirty. Jump in and activate the work that needs to be done.

Remove impediments: . . . . . . . . . Maybe the primary act of all great leaders is to remove impediments. Weeds always inhibit growth in a garden. We have to get creative about this process. Resolve conflict. Reward people what they are worth so they can perform their job. Remove distractions and confront problems. Like the master gardener, we are the primary weed control expert charged with encouraging growth.

Give your word, keep your word:. . . . . . . . . . . . . . .. Farmers are helpful. If a neighbor needs a helping hand, it is extended. In rural communities, few words are generally spoken, but the words are always backed-up with action. There are few written agreements in farming; your hand-shake and your word are your commitments. If you say you are going to do something, you do it. Words and actions are bounded tightly together. Offer your commitment, keep your commitment. In the end, your reputation will be what remains.

Praise consistently: . . . . . . . . . Great leaders carry a watering can at all times. The job is highly dependent on our ability to nurture. Forget the sandwich principle (e.g., every negative remark should be “sandwiched” with one slice of praise on top and another on the bottom). Just praise. People have enough negative markers in their life for what they are doing wrong. We need to be the person who tells them what they are doing right and maybe, just maybe, they will grow into something amazing.

Consider the “season.” : . . . . . . . . .  In today’s 24-hour global economy, it would appear that there is no season, nothing that distinguishes night from day. But the smart leader watches the sky, reads the clouds, and can tell when there are shifts to indicate a new season. Bring products to market at the wrong time or introduce an idea without understanding timing and the “garden” can quickly resemble a piece of scorched earth.

Give credence to the unexpected and control what you can control.: . . . . . . . . .  The pandemic has not only raised havoc but spawned dangerous storms throughout the world. Leaders face such conditions: market downturns, a coup in Africa, airline strikes, terrorist attacks. A great leader takes all precautions and then remains flexible and ready for the unexpected. Scenario planning, a strategy first employed by Royal Dutch Shell, brings experts from a wide range of fields together to discuss actions if different scenarios take place. Scenario planning allows you to think out—in advance—various options. In like fashion, a master gardener always has all the tools, sprays, and plant potions necessary for probable surprises.

Feed different plants differently: . . . . . . . . .. Not every plant needs the same thing, yet all plants must eat. A “garden-wise” leader understands “nothing is so unequal as the equal treatment of unequals.” Just as each voice has its own unique sonogram, each employee, associate, and stakeholder needs a unique blend of “food.” For some, the “food” is numbers. For many, it is the opportunity to learn and advance in knowledge. For others, it is the engaging nature of the work itself that offers fulfilment.

Weeding is backbreaking work: . . . . . . . . .. A great leader hates this part of the task. It means fact-finding, accountability, and time. Not everything that is “green” belongs in my garden. Not every associate belongs with you. In fact, firing customers at times can also be the healthiest long-term fertilizer for a vibrant business.

Store for a better day:. . . . . . . . . . . . . . .. After the crops are harvested, there are two options:  sell right away or store it. At times, the money may be needed sooner rather than later. Usually, the harvest season is not the best time to sell – supplies higher, prices lower. Also, you may need reserves to help out during the bad times, when the weather delivers a blow and crops suffer. A buffer is needed from time-to-time. Keep a reserve – funds, personal energy, time, etc. Know the critical resources and be ready for the droughts and the long haul.

Leaders must take time to stop and “smell the roses.” We can get so overwhelmed with the “work” of our garden that we forget why we planted it. When we step back and gaze at our enterprise, are we pleased with what we see?

Content Curated By: Dr Shoury Kuttappa

PROBLEM SOLVING: BEHAVIOURS IN LEADERSHIP

Leadership is the ability to inspire, influence, and guide others towards achieving a common goal. Effective leadership requires strong problem-solving skills, as leaders need to be able to identify and solve complex problems to drive their teams towards success. Problem-solving provides us those mechanisms of recognizing things, comprehending why they need to be fixed, and determining a course for the action to improve them. They help organisations and individuals to control the environment.

What Are Problem Solving Skills?

Problem-solving skills enable you to determine the problems promptly and efficiently. Problem-solving abilities require quickly determining the underlying problem and implementing a solution. Problem-solving is regarded as having a personal strength rather than a skill that is acquired or learned through coaching or training. You can enhance your problem-solving skills by getting to know the common problems in business and learning from more experienced or qualified people.

Problem-solving skills examples

Research:  . . . . . . . . . .  Researching is a basic skill associated with problem-solving. As a problem solver, we are required to be able to identify the root of the problem and know it completely. We can start to collect more information about a problem by brainstorming with other team members, asking more qualified colleagues, or gaining knowledge through online research or courses.

Analysis:  . . . . . . . . . .  This is another very important step to solving the problem in any situation. Our searching abilities will enable you to understand problems and efficiently produce solutions. We will also require analytical abilities during research to help differentiate between effective and ineffective solutions. 

Decision-making:  . . . . . . . . . . We will want to make a decision about how to resolve the issues that occur. At times, we may be prepared to make a decision immediately. Reliable research and analytical abilities can benefit those who have less experience in their profession. There may also be moments when it is suitable to take some time to craft a solution or escalate the problem to someone more competent in solving it. 

Communication:  . . . . . . . . . .  When knowing probable solutions, we will want to know how to interact, share and seek help on the problem with others. We will also be required to know what communication ways are the most suitable when attempting this. Once we get a solution, communicating it clearly will help overcome any complexity and make implementing a solution more accessible. 

Dependability:  . . . . . . . . . .  Dependability is one of the most valuable skills for problem-solvers. Solving problems at the right time is important. People highly appreciate individuals they can trust to both identify and then implement solutions as quickly and efficiently as possible.

Behavioural problem solving skills.

There are some important behavioural skills that problem solvers usually own. These include: 

If we come out of our comfort zone when seeking to have a solution to a possible problem and doubt our problem-solving skill, there are lots of methods to develop these. While some people are natural problem-solvers, others may struggle with this skill. However, with the right mindset and approach, anyone can develop effective problem-solving behaviors.

Positive Mindset: . . . One of the essential problem-solving behaviors is a positive mindset. Having a positive attitude helps us approach challenges with an open mind, creativity, and determination. Instead of being overwhelmed by a problem, we can view it as an opportunity to learn, grow and improve. A positive attitude also helps maintain focus and motivation, even in the face of setbacks or obstacles.

Analytical Thinking: . . . This involves breaking down complex problems into smaller, more manageable components, identifying patterns and relationships, and developing logical solutions. Analytical thinking helps us approach a problem systematically and objectively, reducing the likelihood of making hasty or emotional decisions.

Creativity: . . . Creativity allows us to think outside the box and come up with innovative solutions. By approaching problems from different perspectives and exploring new ideas, we can develop unique solutions that others may not have considered.

Collaboration: . . . Collaboration is a problem-solving behavior that involves working with others to identify and solve problems. By involving others, we can gain different perspectives, insights, and experiences that can help develop more effective solutions. Collaborating with others also promotes teamwork, communication, and mutual respect, which are essential for success in any area of life.

Continuous Improvement: . . . Finally, continuous improvement is a problem-solving behavior that involves learning from our mistakes and striving to do better. By evaluating the outcomes of our solutions, we can identify areas for improvement and develop strategies to avoid similar problems in the future. Continuous improvement also helps to stay adaptable and responsive to changing circumstances, enabling us to navigate new challenges with confidence.

An Example

As part of its strategy to adapt to pandemic times, Walmart began studying changes that can be brought about to the way the stores are managed. The company is researching on the feasibility of introducing a new team-based operating model which may include the following:

1. Cross-training small teams of associates, who can then better offer support during busy shifts or for associates who take time off 
2. New leadership roles, both at the salaried and hourly level
3. A new pay structure and higher pay for team leads

The previous position of “co-manager” has now become the “store lead,” who is responsible for the store when the manager is away. The “assistant manager” role has become the “coach,” who is responsible for financials, merchandising, staffing, and talent for a large area of the store. And “department managers” are now known as “team leads,” whose responsibilities include setting goals and priorities for small teams of associates. This basic blueprint is one that is founded on sound business strategy and emotional intelligence. The takaways are:

A) People over tasks:  . . . . . . . . . .  On close analysis, we see how Walmart has approached this. The company’s new “team lead” position, which now takes the place of the former “department manager”: These associates will lead and develop people, rather than focusing on completing tasks, giving associates a more direct connection to leadership. 

Bad managers typically spend most of their time putting out fires and use their people to do the same. They go from one crisis to another and seem to always be behind the curve.

In contrast, great managers take more of a leadership role. They focus on developing people instead of managing tasks. They help their people to think critically, teaching principles instead of rules. Then, they give their people the freedom to make decisions, and even to make mistakes–knowing that those mistakes can be turned into major learning opportunities. As a result, they develop people who make good decisions, and help prepare them for greater responsibility in the future.

B) Breadth over depth :  . . . . . . . . . .  Another interesting value lies in the description of Walmart’s previous role of ‘assistant store manager’ versus its new role of ‘coach’:

1. Assistant store manager: Responsible for merchandising plans for their specific area
2. Coach: Responsible for financials, merchandising, staffing, and talent for a larger area

In the new role, coaches have a much broader area of responsibility. Some may see this type of increase in scope as overwhelming, but it has great potential for helping company leaders: Instead of getting trapped in silos or developing a limited perspective, such leaders are gradually trained to see the big picture. They begin to think more critically, to understand how different areas of the business relate to each other–and how to use resources in one area to solve problems in another.

C) Don’t just tell. Show. :  . . . . . . . . . .  Walmart praises employees for their work during the pandemic. But those words of appreciation are made more effective by Walmart’s promise to increase pay for around 165,000 hourly associates. Sincere and specific words of praise can go a long way in keeping your employees motivated. But what will do an even better job is sincere and specific praise that’s backed up–with a reward for their efforts.

Problem-solving behaviors are critical to effective leadership. Leaders who can identify, analyze, develop, implement, and evaluate solutions to complex problems are more likely to achieve their goals and lead their teams towards success. By consistently exhibiting these problem-solving behaviors, leaders can create a culture of innovation and continuous improvement that benefits everyone in their organization.

Content Curated By: Dr Shoury Kuttappa.